Dyslexia can be defined as a difficulty in learning at an expected level according to age, intelligence, and education, and has been increasingly recognized as a difference in cognition and learning rather than a deficit. Dyslexia is a variable condition, and not all children diagnosed experience the same difficulties or characteristics. Dyslexia is known to affect information processing and speed of processing, therefore impacting skills related to reading, writing, using symbols, and carrying out calculations. There are studies showing that children with dyslexia additionally can often experience social and emotional problems as a result of their learning difficulties as well (Eren B., 2017).
Many of the common difficulties associated with dyslexia also fall into the scope of music therapy practice. Music therapy aims to use music to achieve non-musical goals; such as developments in the cognitive, behavioral, physical, emotional, social and communication areas. This occurs through the incorporation of musical skills such as learning to sing, perform, compose, and analyze music. New studies are beginning to show that using musical interventions to treat children with dyslexia provides both therapeutic and educational support for these children by utilizing multi-and-interdisciplinary approaches. Instrument training has been explored in research when looking at the effects of music on the learning process, by focusing on skills such as sight reading, writing music, rhythmic exercises, improvisation, and public performances (Eren B., 2017).
Instrumental exploration and practice is a highly effective modality of addressing a variety of goals through activating multiple components of the central (brain and the spinal cord) and peripheral (nerves outside the brain and spinal cord) nervous system and can lead to numerous structural changes in the brain after only 15 months of training in early childhood. Musical practice activates multiple processing areas in the brain simultaneously, including auditory, motor, sensory, visual, and emotional processing. The sounds from the music are processed by auditory circuitry, which can also adjust signaling by the motor control centers. Sensory information received from fingers, hands and arms is sent to the brain for processing. If a student is reading music in the process, visual information is being sent to the brain for processing and interpreting commands for the motor centers. Lastly, the brain processes emotional responses to the music as well (Zatorre et al., 2007). Musical practice may therefore also be a strong tool in regard to improved learning and memory activity (Hyde et al., 2009)
A particular case study published by the Journal of Education and Practice in 2017 discusses the process and progress of a 15-year old boy diagnosed with dyslexia who undergoes adapted music lessons weekly over an 8 month period. Many creative teaching approaches were implemented to introduce and practice theoretical musical notation and other concepts. A positive and supportive therapeutic environmental aim was consistent throughout the study and positively impacted the student’s progress. Once initial music reading techniques are developed by means of practice and positive reinforcement, the musical output itself adds a level of motivation as well as a reward system with the accomplishment of creating music. The interpretation of written music text combines not just the act of reading notation, but also comprehension and translation into a physical action of producing the sounds on an instrument. The overall findings from the case study exemplify student progress in social and emotional development in addition to an increase in musicality skills, which played a significant role regarding his motivation for learning throughout the process (Eren B., 2017).
Growing research studies and reports exploring these topics continue to support the validity of the potential music therapy has to support children with dyslexic difficulties. An explorative study in 1994 researched areas regarding the relationship between musical ability and literacy skill, and found a direct relationship between the association of rhythmic ability and reading (Douglas S. & Williats, P, 1994). Additionally, a study in 2008 explored the relationship between music and phonological processing in normal-reading children and with children with dyslexia, and a strong relationship was found between musical discrimination abilities and language-related skills (Forgeard, M. et al., 2008) Further research is continuing to grow as more are beginning to see the fit for the incorporation of music therapy for the support and treatment for children with dyslexia. The next steps are to continue to expand the knowledge and practice of these techniques and advocate within education systems to help them gain more awareness of the benefits music therapy can have for students in the classroom. Music therapists are becoming more and more prominent within public school systems supporting children with special needs, and educators are continuing to see the benefits of music therapy within these settings. Continuing to grow the presence of music therapy within school systems could eventually pave the way to supporting children with dyslexia and other learning difficulties through music.
-Laura Sidwell, Music Therapy Intern
References
Douglas S. & Williats, P. (1994). The relationship between music and literacy skills, Journal of Research and Reading, 17(2), 99-107.
Eren, B. (2017, June 30). Music and dyslexia: The therapeutic use of instrument (piano) training with a child with dyslexia (a case study). Online Submission. Retrieved October 17, 2022, from https://eric.ed.gov/?id=ED577839
Forgeard, M., Schlaug, G., Norton, A., Rosam, C., & Iyengar, U. (2008). The relationship between music and phonological processing in normal-reading children and children with dyslexia, Music Perception, 25(4), p.383-390.
Hyde, K.L., Lerch, J., Norton, A., Forgeard, M., Winner, E., Evans, A.C. & Schlaug, G. (2009). Musical training shapes structural brain development, The Journal of Neuroscience, 29(10), 3019-25.
Zatorre, R. J., Chen, J. L. & Penhune, V. B. (2007). When the brain plays music: auditory-motor interactions in music perception and production, Nature Reviews Neuroscience, 8, (July 2007), 547-558.